1. Frances Lawrenz and The Noyce evaluation team University of Minnesota 1 Acknowledgement: This project was funded by National Science Foundation (Grant#REC0514884)

2.  The Noyce Program Evaluation seeks to partner with projects to create an evaluation that will supplement current evaluations and provide relevant and timely results on the impact of the Noyce Program.  http://cehd.umn.edu/EdPsych/NOYCE/ http://cehd.umn.edu/EdPsych/NOYCE/ The Web site includes: ◦ searchable literature database ◦ project evaluation database and instruments used in Noyce Projects ◦ theoretical framework ◦ policy briefs and evaluation reports about STEM recruitment and retention ◦ reports, conferences, and presentations 2

3. Surveys – PI online survey (N=66) – Scholar online survey (N=555) – Disciplinary faculty online survey (N=80) Interviews – Scholars (N=39) – Districts (N= 17) – STEM faculty (N=13) ORC monitoring data collected for NSF 3

4. Average GPAs was 3.5 when received funding 48% career changers Majoring in a range of STEM areas: – 39% mathematics, 31% biology, 7% chemistry, 6% physics, 5% geology/environmental science, 4% engineering, 2% physical science, 1% computer science, and 18.5% indicated having “other” majors (e.g., bacteriology, chemical engineering, astrophysics) 65% female Of the scholars who were teaching, 59% reported that they were likely to assume a leadership position within the next three years; 22% reported that they were already in leadership positions. 4

5.  Blacks, Hispanics, and Asians each were approximately one third of the population of scholars of color  The proportion of Noyce scholars of color is higher than the proportion of teachers of color in the existing STEM teaching force (9-14% depending on subject and grade range 1 ) 5 1 Weiss, I. Banilower, E. McMahon, K. and Smith, P. (2001) 2000 National Survey of Science and Mathematics Education. Horizon Research, Inc. http://2000survey.horizon-research.com/. http://2000survey.horizon-research.com/

6. Variety both within and across institutions – Most (70%) reported one or two tracks – One reported having eight different tracks Traditional and alternative programs – 60% begin full-time teaching after program completion – 40% begin full-time teaching during program – time to certification varied from 6-9 months (3%) to over 15 months (45%) 6

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8. 8  Derived from factor analysis of scholar survey  Differences in factor scores were compared by gender, major and ethnicity 1) Perceived influence of Noyce scholarship on commitment to teaching (*non- whites higher) 2) Perceived influence of Noyce scholarship on commitment to teaching in less desirable schools 3) Perception of amount of preparation for less desirable schools (*non- whites higher) 5-7) Characteristics within the high needs setting (environment, mentoring *, high needs characteristics* (* non-whites higher) 4) Background in terms of prior work 8) Personal beliefs about teaching

9. 9

10. 3 Clusters 10 Decreasing influence of Noyce funding 1) Less committed to becoming a teacher and teaching in a high needs school 2) Highly committed to becoming a teacher but not to teaching in a high needs school 1) Highly committed to becoming a teacher and teaching in a high needs school includes more scholars with high GPAs no significant differences includes significantly more scholars of color career changers evenly distributed across the three clusters

11.  Most of the variance at the scholar level  More variance at program level for becoming teachers (9%) than for teaching in high needs schools (5%)  Few relationships and varied  More funding  more perceived influence  Non-whites higher effect of funding  Preparation for high needs schools positive predictor on teaching in high needs  Path to teaching positive predictor be 11

12. Note. The direction of the arrows shows the relationship between a predictor and an outcome variable; “↑” indicates a positive relationship, and “↓” indicates a negative relationship. Become a teacherTeach in a high needs school Outcome variable 1 Outcome variable 3 Outcome variable 2 Outcome variable 4 Level 2 (Program Level) Noyce Funding↑↑↑ Mean Factor 1: Preparation for high needs schools ↓ Mean Factor 2: Mentoring experiences Level 1 (Scholar Level) Race: 0=Non-white; 1=White↓↓ Gender: 0=Female; 1=Male Factor 1: Preparation for high needs schools ↑ Factor 2: Mentoring experience Factor 3: Path to teaching↑

13.  Choosing teaching as a career influenced by: personal traits, content preparation, educational role models and previous careers  Incentives interact with background and both interact with choice to teach and where  Preparation program contributes support structures and experience in/with high needs schools  Retention related to school administration and staff 13

15. 15 Colors indicate number of participants mentioning items  0-5 responses RED  6-10 responses GREEN  11-13 responses BLUE

16. 16 Faculty Survey

17.  The model indicates the impact of the Noyce program as perceived by STEM faculty. The elements on the right represent the different levels of involvement with the Noyce program that emerged from the analysis. The bullets indicate the outcomes associated with the levels of involvement. The elements on the left, within the circles, indicate the contextual components which enhance the levels of involvement.

18. Emphasis in higher education on outreach NSF prestige Small institution Faculty teaching education- related courses Education housed within STEM dept. (usually math) PI in STEM dept. Awareness Investment Increased awareness of STEM education issues “All I have done is just pass along information”: advertises by passing out flyers or information to all students in STEM classes Committed to the improvement of STEM education, but views it as someone else’s job Taught/teaches some scholar in class Professional and personal investment in STEM education issues Active in advertising and recruitment of scholars Advises, interviews, selects and evaluates scholars Institutional emphasis on STEM education National emphasis on STEM education “I know that [Noyce] exists” “I know scholars by name”

19.  Recruit students carefully ◦ Scholars with established roots in the community and familiarity/comfortableness with the ‘culture’ of the area were more likely to stay teaching in their high needs school/district. ◦ Few scholars reported relocating to meet Noyce program high needs requirements ◦ Scholars with a commitment to ‘give back’ ◦ Scholars of color  Include experiences in high needs settings  Foster personal connections/cohorts 19

20.  Many variables involved in the decision to teach in less desirable settings  Decision is a dynamic one with recommitment necessary continuously  Incentives affect decisions before, during and after certification  Amount of funding matters  Differential effect by group 20